The Classroom Environment - pdesas.org

1 27 The Framework for TeachingEvaluation InstrumentDOMAIN 2 The Classroom EnvironmentThe Classroom Environment402d Managing Student BehaviorIn order for students to be able to engage deeply with content, the Classroom environmentmust be orderly; the atmosphere must feel businesslike and productive, without being authori-tarian. In a productive Classroom , standards of conduct are clear to students; they know whatthey are permitted to do and what they can expect of their classmates. Even when their behav-ior is being corrected, students feel respected; their dignity is not undermined. Skilled teachersregard positive student behavior not as an end in itself, but as a prerequisite to high levels ofengagement in content.

2 Elements of component 2d: ExpectationsIt is clear, either from what the teacher says, or by inference from student actions, that expec-tations for student conduct have been established and that they are being of student behaviorExperienced teachers seem to have eyes in the backs of their heads; they are attuned towhat s happening in the Classroom and can move subtly to help students, when necessary, re-engage with the content being addressed in the lesson. At a high level, such monitoring ispreventive and subtle and thus a challenging to to student misbehaviorEven experienced teachers find that their students occasionally violate one or another of theagreed-upon standards of conduct; how the teacher responds to such infractions is an impor-tant mark of the teacher s skill.

3 Accomplished teachers try to understand why students areconducting themselves in such a manner (are they unsure of the content, are they trying toimpress their friends?) and respond in such a way that they respect the dignity of the best responses are those that address misbehavior early in an episode, although doing sois not always : Clear standards of conduct, possibly posted, and possibly referred to during a lesson Absence of acrimony between teacher and students concerning behavior Teacher awareness of student conduct Preventive action when needed by the teacher Fairness Absence of misbehavior Reinforcement of positive behavior2d MANAGING STUDENT BEHAVIOR412d Managing Student Behavior Possible ExamplesUnsatisfactoryBasicProficientDis tinguishedStudents are talkingamong themselves,with no attempt by theteacher to object flies throughthe air, withoutteacher are runningaround the room.

4 Theresult being a phones andother electronics dis-tract students, but theteacher does nothing. Classroom rules areposted, but neitherteacher nor studentsrefer to teacher repeat-edly asks students totake their seats; theyignore says to onestudent: Where syour late pass? Go tothe office. To another: You don t have a latepass? Come in andtake your seat; you vemissed enough al-ready. Upon a nonverbal sig-nal from the teacher,students correct teacher moves toevery section of theclassroom, keeping aclose eye on studentbehavior. The teacher gives astudent a hard look,and the student stopstalking to student suggests arevision in one of theclassroom teacher noticesthat some studentsare talking amongthemselves and with-out a word movesnearer to them.

5 Thetalking teacher asks tospeak to a student pri-vately about student remindshis/her classmates ofthe class rule aboutchewing Classroom Environment is chaotic, withno apparent standards of teacher does not monitor students violate Classroom rules,without apparent teacher the teacher notices studentmisbehavior, s/he appears helpless to doanything about attempts to maintain order in theclassroom but with uneven success; stan-dards of conduct, if they exist, are attempts to keep track of studentbehavior, but with no apparent teacher s response to student misbe-havior is inconsistent, at times very harsh,other times appear to be no establishedstandards of conduct and little or noteacher monitoring of student behavior.

6 Students challenge the standards ofconduct. Response to students misbehavior isrepressive or disrespectful of student dignity. Standards of conduct appear to have beenestablished, but their implementation isinconsistent. Teacher tries, with uneven results, to moni-tor student behavior and respond to studentmisbehavior. There is inconsistent implementation of thestandards of MANAGING STUDENT BEHAVIORC ritical AttributesUNSATISFACTORYBASICS tandards of conduct appear to have behavior is generally teacher frequently monitors s response to student misbehavior acknowledges good addition to the characteristics of proficient :Student behavior is entirely appropriate; thereno evidence of student teacher monitors student behavior withoutspeaking just moving respectfully intervene as appropriatewith classmates to ensure compliance withstandards of behavior is generally appropriate.

7 The teacher monitors student behavior againstestablished standards of conduct. Teacher response to student misbehavior isconsistent, proportionate, respectful tostudents, and effective. Student behavior is entirely appropriate. Students take an active role in monitoring theirown behavior and that of other studentsagainst standards of conduct. Teachers monitoring of student behavior issubtle and preventive. Teacher s response to student misbehavior issensitive to individual student needs andrespects students Charlotte Danielson The Framework for Teaching Evaluation Instrument 2011 The Danielson Grou